Volume 05 - Issue 04

October 2017

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Colleges of Education Lecturers Attitude Towards the Use of Information and Communication Technology in Nigeria

Olafare Oladimeji Lawrence Olugbade Adeyanju Fakorede S.O.A
Pages: 1-12

Information and Communication Technology (ICT) has transformed the global education system in the areas of teaching and learning to achieve the Sustainable Development Goals (SDGs). Lecturers in College of Education (COE) are not only supposed to use ICT towards the achievement, they are to model good use of ICT for pre-service teachers. This underscores the need for investigating lecturers’ attitude towards the use of ICT in COE in Nigeria. The cross sectional survey method was adopted for the study. Respondents were 1107 lecturers (602 males and 505 females) selected from ten Colleges of Education in south-west Nigeria. A researcher–designed questionnaire, “Lecturers’ Attitude and Proficiency in ICT Use” was used for data collection. Findings of the study showed that lecturers had positive attitude towards the use of ICT, no significant difference was established between male and female lecturers in their attitude, there was significant difference between first degree holders and higher degree holders in their attitudes, there was significant difference between less-experienced and experienced lecturers in their attitude with the less-experienced fairing better and there was significant difference in attitude among lecturers in various areas of specializations on attitude. The study concluded that COE lecturers had positive attitude toward ICT and were moderately proficient in the use of ICT. The implication is that with the positive attitude and proficiency in the use of ICT may encourage the integration of ICT in their academic tasks. It was recommended that provision should be made for continuous training COE lecturers in ICT.

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Factors affecting differential equation problem solving ability of students at pre-university level: A Conceptual Model

Aisha Bibi Sharifa NorulAkmar Syed Zamria Nabeel Abdallah Mohammad Abedalaziz Mushtaq Ahmadb Umbreen Satti
Pages: 13-24

In this study, different factors affecting students’ differential equations (DEs) solving abilities were explored at pre university level. To explore main factors affecting students’ differential equations problem solving ability, articles for a 19-year period, from 1996 to 2015, were critically reviewed and analyzed. It was revealed that combination of four factors; “epistemological math problem solving beliefs, belief about usefulness of mathematics, self-regulated learning (SRL) strategies and goal orientations” have great potential to enhance differential equation problem ability. Based on these findings, a conceptual model was developed and presented in this paper to enhance differential equation problem solving ability. This study has provided several important implications for the curriculum designers and teachers to enhance conceptual understanding in differential equation problem solving, particularly in the developing countries..

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Learner Autonomy Scale: A Scale Development Study

Pages: 25-35

The goal of the study is to develop a scale named “Learner Autonomy Scale” (LAS) for determining the learner autonomy of the students toward English lesson. The proposal scale, composed of 29 items, was applied to two study groups in Turkey. The group of Exploratory Factor Analysis that aims to determine the psychometric properties especially the construct validity and reliability of LAS consisted of 291 6th grade students. The group of Confirmatory Factor Analysis that aims to find out whether the factor structure demonstrated by LAS was confirmed or not consisted of 297 6th grade students. As a result of the analyses, it has been determined that the scale consists of 14 items and it has a structure composed of one factor. The study showed that LAS is a valid and reliable tool. Using LAS with other data collection tools on learner autonomy will be beneficial.

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Learner’s Use of First Language in EFL Collaborative Learning: A Sociocultural View

Farideh Yaghobian Moses Samuel Marzieh Mahmoudi
Pages: 36-55

This study investigates the functions served by learners’ first language (L1) in classroom interaction among Iranian learners of English (L2). The study aims to determine how learners’ L1 serves them in their L2 learning. It adopts a qualitative approach. The study involved the participation of eleven Grade 9 learners in one Iranian high school in Malaysia. Sources of data included transcripts of classroom interactions and interviews with learners. Learners used L1 in social and private speech, for a variety of purposes. Learners used L1 in their social speech to talk about language and task, and in their interpersonal relations. L1 created a context for more participation and collaboration. Learners’ L1 private speech functioned beneficially in their cognitive process and assisted the less proficient learners in successfully performing the tasks. The findings affirm the sociocultural perspective of language learning that the social interaction involving L1 and L2 mediates the learners’ mental processes. This study contributed to the body of knowledge on second language learning by providing evidence that the transition from being other-mediated to self-mediated may occur through L1 mediation. Implications for group work are discussed.

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The Relationship Between Smartphone Use and Academic Performance: A Case of Students in a Malaysian Tertiary Institution

Siew Foen Ng Nor Syamimi Iliani Che Hassan Nor Hairunnisa Mohammad Nor Nur Ain Abdul Malek
Pages: 56-73

This study examined the extent to which students in one Malaysian university use smartphones to support their school-related learning and how these activities relate to CGPA. For seven consecutive days, 176 students from three academic programs recorded their daily smartphone use for learning. Significant differences were found in uses of smartphones depending on academic program. Further, it was found that the more students utilized their smartphone for university learning activities, the lower their CGPA. The outcome of this study suggests a need to evaluate and better understand the instructional uses of smartphones for tertiary students..

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Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya.  This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences.

In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.


Professor Datuk Dr. Sufean Hussin, University of Malaya, Malaysia

October 2017

Editor in chief